Teacher competence and teacher quality in Cambodias educational context linked to in-service teacher training: an examination based on a questionnaire survey

Abstract

Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of educational staff of Cambodia: from school to central level. In August, 2012, 230 copies were distributed, and 173 copies (75.22%) were collected. Through concerned notice, it showed that the majority of higher-ranked officials also have experience working at any school education level. As results, it revealed that (a) respondents realized and indicated explicitly that competent teachers do help contribute to student's learning and promote the level of education quality, and (b) respondents recognized the importance of in-service training because it helps make teachers more confident in the profession as it can bring people's respects and trust. This paper shortly concludes that Cambodian teachers acknowledge their crucial profession. They further desire to upgrade their capacity by means of continuous professional development through in-service training programs. Thus, structuring a feasible in-service training model for them becomes evidently needed. Expected structure will be organized in accordance with Cambodia's actual situation and the availability of its resources.

A review of the management of teacher training

“…As a result, developing a workable in-service training approach for them is clearly required. The anticipated structure will be organized in line with Cambodia's current circumstances and available resources [2]. In Nepal (2015), inadequate transfer of information, skills, attitudes, and behaviors from the classroom to the workplace has arisen as a global problem.…”

“…As a result, the analysis of these works will contribute to a review of the research directions of teacher training management while also helping to improve the quality of teaching staff and bringing efficiency to educational systems. The researches are assessment and evaluation [15], [11], [7], [12], [4], [8], [6]; forms of training [10], [5], [1], [17], [16], [13]; nationally [9], [1], [3], [2], [14].…”

External Evaluation at a High School in Cambodia and Teachers’ Competency to Educate

“…In 2011 and 2012, Cambodian Ministry of Education, Youth and Sport (MoEYS) indicated teachers' low academic DOI: 10.22616/REEP.2018.024 level of education and teaching staff without pedagogical training. And, there were reported even teachers who had not finished primary school level (Chankea, 2014). Also C. Chen, P. Sok and K. Sok (2007) point out that teacher's quality in Cambodia including qualifications, teaching methods, and teaching and research experiences are poor.…”

“…Teacher training education is one of the components of the educational system. Thus, a positive finding is that Cambodian teachers are aware of their crucial profession and they further desire to upgrade their capacity by means of continuous professional development through in-service training programmes (Chankea, 2014). The importance of pedagogical education has been clearly demonstrated by many authors, such as for example by L. Smekalova, K. Nemejc and M. Slavik (2017), who found certain difficulties regarding didactic competence in teachers with no pedagogical training.…”

Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran guru matematika SMA

“…Namun kenyataannya, dilihat dari rata-rata skor kompetensi guru dalam mengikuti Ujian Kompetensi Guru (UKG), hasilnya belum menggembirakan. Padahal kompetensi guru berhubungan dengan kualitas pembelajaran matematika (Hill et al, 2008;Phin, 2014) dan prestasi belajar siswa (Hill et al, 2008).…”